An Online Student Testlet-Generation System: Design Principles and Evidence Supporting Its Learning Potential and Usefulness
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| Title: | An Online Student Testlet-Generation System: Design Principles and Evidence Supporting Its Learning Potential and Usefulness |
|---|---|
| Language: | English |
| Authors: | Fu-Yun Yu (ORCID |
| Source: | Interactive Learning Environments. 2024 32(10):7542-7558. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Computer Assisted Testing, Test Format, Test Construction, Test Items, Scaffolding (Teaching Technique), Affordances, Student Participation, Learning Management Systems, Web 2.0 Technologies, Prompting, Usability, Editing |
| DOI: | 10.1080/10494820.2024.2327040 |
| ISSN: | 1049-4820 1744-5191 |
| Abstract: | Currently, 50 + learning systems supporting student question-generation (SQG) activities have been developed. While generating questions of different types is supported in many of these systems, systems allowing students to generate questions around a scenario (i.e. student testlet-generation, STG) are not yet available. Noting the increasing prevalence of testlets in contemporary testing and their learning potential through the lens of anchored instruction, this study aimed to develop a versatile, scaffolded online STG learning system. The results from three evaluative studies supported the learning potential of the world's first-ever STG system and the usefulness of its distinctive functionalities. Specifically, significantly more participants regarded the online STG task as promoting better learning, with the most prominent feature of STG -- the scenario highlighted for the pronounced learning benefits. Additionally, given that the distinct affordances associated with STG based on given text and graphics were well-noted, the practicality of the 'multi-presentation' design concept for scenarios was verified. Furthermore, data from the participants' perceived usefulness of editable and self-created scenarios validated the importance of the 'editability' and 'self-expression' design concepts. Finally, with the distinctive functionalities incorporated in the developed STG system having their respective supporters, the concept of building a diversified STG learning space is upheld. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1455859 |
| Database: | ERIC |
| Abstract: | Currently, 50 + learning systems supporting student question-generation (SQG) activities have been developed. While generating questions of different types is supported in many of these systems, systems allowing students to generate questions around a scenario (i.e. student testlet-generation, STG) are not yet available. Noting the increasing prevalence of testlets in contemporary testing and their learning potential through the lens of anchored instruction, this study aimed to develop a versatile, scaffolded online STG learning system. The results from three evaluative studies supported the learning potential of the world's first-ever STG system and the usefulness of its distinctive functionalities. Specifically, significantly more participants regarded the online STG task as promoting better learning, with the most prominent feature of STG -- the scenario highlighted for the pronounced learning benefits. Additionally, given that the distinct affordances associated with STG based on given text and graphics were well-noted, the practicality of the 'multi-presentation' design concept for scenarios was verified. Furthermore, data from the participants' perceived usefulness of editable and self-created scenarios validated the importance of the 'editability' and 'self-expression' design concepts. Finally, with the distinctive functionalities incorporated in the developed STG system having their respective supporters, the concept of building a diversified STG learning space is upheld. |
|---|---|
| ISSN: | 1049-4820 1744-5191 |
| DOI: | 10.1080/10494820.2024.2327040 |
